Exploring service quality in French and South Korean higher education contexts

In a time where the student experience increasingly mirrors a customer-centric approach, universities are becoming comprehensive educational service providers. Beyond delivering courses and providing academic knowledge, universities are expected to cater to student needs and preferences. The emphasis on service quality is critical, as positive perceptions can enhance student satisfaction and foster retention, ensuring students feel valued and supported throughout their educational journey. Using a non-probability convenience sampling method, this study examines service quality perceptions among 1,535 university students in France and South Korea through an online survey. Exploratory factor analysis identified three key factors – personalized student support, service provision, and aesthetic ambiance – accounting for 63.7% of the variance. Personalized student support alone accounts for 48.2% of the total variance. Regression analysis established a statistically significant relationship between all three factors and student satisfaction. One-way ANOVA tests revealed that international students generally perceive service quality higher than domestic students across all factors. Additionally, only gender had a statistically significant yet small impact on personalized student support, while service provision was affected by gender, country of study, and student status. The findings contribute to service quality literature in higher education and suggest that universities implement tailored strategies to address diverse student needs, crucial for effective decision-making and resource allocation. These insights can influence policy by encouraging universities to develop culturally sensitive strategies and targeted interventions. Future research could explore longitudinal and qualitative designs to examine the evolution of service quality perceptions over time and investigate the dynamics of additional demographic variables and cultural factors to refine strategies in other educational contexts.